TEACHER’S RIGHT METHOD – STUDENT’S RIGHT KNOWLEDGE
COMENIUS LIFELONG LEARNING PROGRAMME
INTERNATIONAL PROJECT MEETING 7-15 February, 2013
Budapest, Hungary
Durable Knowledge - Key to the Future
Changing family
- less stable relationships,
-high number of divorces
- lots of mosaic families
- children and adolescents:
get less care and attention
live in more stress
find it more difficult to acquire suitable interpersonal and conflict-solving skills
Economic crisis
-wider gap between the poor and the rich
- rising number of poor families
- labour market: shortage of jobs, though some areas would require more workers
- candidates for a job face high expectations and overapplication
Technological development
- especially in IT and telecommunication: hard to keep up
- ‘information society’: Internet, social networking, abundance of data on any subject
new skills needed to process information
EDUCATION: new challenges
1. support and attention that the child might not get at home
2. durable knowledge that enables young people to build careers
3. skills development to understand and use information to achieve their purposes and find their way in the world
CHANGING SOCIETY: NEW DEMANDS
THE NATIONAL CORE CURRICULUM OF HUNGARY
its main goal is to develop key competences areas:
- communication in the mother tongue- communication in foreign languages- mathematical competences- competences in natural science- digital competence- learning to learn- social and civil competences- sense of initiative and entrepreneurship- aesthetic and artistic awareness and
expression
MEASUREMENT OF SKILLS AND COMPETENCES
OECD / PISA: internationally standardized assessment of reading, mathematic and scientific literacy
similar in Hungary: National Competence Measurement - two areas: reading comprehension and mathematic
abilities - in 6th, 8th and 10th grades - follow-up of each partaking student is possible as well as
comparison of results among schools throughout the country
nevertheless, skills and competences are best measured in real-life situations, which are much more complicated than some reading and maths tests
CRITICAL SKILLS STUDENTS NEED
Skills of interaction communication skills (verbal
as well as non-verbal) capability of teamwork leadership skills interpersonal skills (managing
relationships and emotions)
Cognitive skills logic, reasoning skills mathematical skills analytical skills evaluation skills integration skills
Skills connected to personal growth and developmentself-assessmentgoal-settingorganizational skills and time-managementstudy skills: best strategies for his / her learner type
Problem-solving skillsability to apply the right knowledge to come up with solutionsability to evaluate the accuracy and relevancy of informationcreative, innovative skills
SKILLS DEVELOPMENT THROUGH VARIOUS TEACHING METHODS
1 teacher’s lecture, explanation
2 student’s presentation3 discussing the topic
together4 arguing about the topic
with the teacher’s help5 individual practice6 pair work, group work7 watching a film about the
topic8 demonstration,
experiment9 games, role play10 study trip
Interaction skills:2,3,4,6,9,10
Cognitive skills: 1,2,3,4,5,6,7,8,9
Problem-solving skills: 2,3,4,5,6,8,9,10
Personal growth: 2,5,6,10
WHAT FACTORS INFLUENCE THE EFFECTIVENESS OF A TEACHING METHOD?
although skills development is possible through several methods, there are a number of factors that affect the teaching process:
motivation (both student’s and teacher’s) physical and mental well-being the teacher’s personality and personal
teaching style the student’s personality and learning
preferences external influences (e.g. noise, weather etc.)
OUR SURVEY
Student questionnaire
to find out: - what teacher personality
our students prefer - what teaching methods
they come across the most often
- what teaching methods they find effective
- which subjects they find the most useful
- what learner types they are
Teacher questionnaire
to find out: - what teaching methods
our staff uses the most often
- what teaching methods they find the most effective
- if they can make use of the feedback given by the National Competence Measurement
STUDENT QUESTIONNAIRE
RESULTS 1: THE TEACHER’S PERSONALITY
students apparently prefer a teacher who is: 1) calm 2) has great knowledge 3) accurate 4) fair 5) respectable 6) consistent that is, the teacher should serve as a role model adolescents require clear rules and limits as well as
predictability and justice
further preferences: 7) the teacher talks about him- / herself 8) he / she makes friends with the students there is a need for the teacher to ‘substitute’ for close
interpersonal relationships that might not work well in the family
the basis of successful teacher–student co-operation, and thus of effective learning, is a balanced personal relationship between them
RESULTS 2: TEACHING METHODS the most often used teaching methods according to
students:
18,1 %
10,7 %
17,4 %
4,4 %
15,9 %
17,8 %
9,2 %
1,8 %1,1 %1,1 %
teacher's lecture,explanationstudent'spresentationdiscussion together
arguing
individual practice
pairwork, groupwork
film
study trip
demonstration,experimentgames, role play
the preferred teaching methods, which students would find the most effective
14 %
6,3 %
14 %
4 %
11,4 %
15,5 %
8,5 %
7,4 %
10 %3,7 %
teacher's lecture,explanations tudent'spres entationdis cus s ion together
arguing
individual practice
pairwork, groupwork
film
s tudy trip
demons tration,experimentgames , role play
the most often used teaching methods are definitely the teacher’s lecture or explanation, pair work / group work, discussing the topic together and practicing individually
students have no objections to these methods
BUT! there is an outstanding need for more demonstration and experimenting
students would also like to go on more study trips
methods involving more activity and
eventfulness are preferred one student wrote: there are no ‘good’ and
‘bad’ methods, they should be varied instead
RESULTS 3: THE MOST USEFUL SUBJECTS
31
29
20
60
22
28
15
13
25Hungarian literature and grammar
mathematics
his tory
foreign languages
economic s tudies
computer science
phys ical education
marketing
other
RESULTS 4: LEARNING STYLES individual learning styles influence one’s effectiveness in studying
TYPE MEANING PREFERABLE TEACHING METHODS
visual learning by seeing teacher’s lecture, explanation (with blackboard!)student’s presentationindividual practice (e.g. worksheet)pair work, group workfilmdemonstration, experimentstudy trip
auditory learning by hearing teacher’s lecture, explanationstudent’s presentationdiscussing the topic togetherarguing about the topicpairwork, groupworkfilm
kinesthetic learning by moving pair work, group workdemonstration, experiment (if the student can do it him-/herself!)study tripgames, role play
LEARNING TYPES IN THE SURVEY
there are of course few ‘pure’ types, most of us are mixed kinesthetic types are not rare at all the preference of teaching methods show us that there is a
need for more activities that help kinesthetic types in learning
0 %
5 %
10 %
15 %
20 %
25 %
3.6 %
7.3 %
12.7 %14.5 %
18.2 %20 %
23.6 %
TEACHING METHODS
TWO TYPES OF CLASSROOMS
Learner-centred classroom
Curriculum-centred classroom
LEARNER-CENTRED CLASSROOM
classrooms focus primarily on individual students' learning
the teacher's role is to facilitate growth by utilizing the interests and unique needs of students
student-centred classrooms are by no means characterized by the lack of discipline
these classrooms are goal-based success is judged by the achievement of predetermined,
developmentally-oriented objectives variety and students’ experience are important in essence, everyone can earn an A by mastering the
material
CURRICULUM-CENTRED CLASSROOM
classrooms focus essentially on teaching the curriculum
the teacher determines what ought to be taught, when and how
these classes often require strict discipline children's interests are considered only after
content requirements are met assessment: students are compared with one
another success is judged in comparison with how well
others do
TEACHER QUESTIONNAIRE
THE MOST OFTEN USED TEACHING METHODS
THE MOST BENEFICIAL TEACHING METHODS
THE DISTRIBUTION OF TEACHING METHODS
COMPARISON OF THE STUDENTS’ AND TEACHERS’ ANSWERS
percentages show a crucial difference: the occurrence of frontal teaching is only 18.1% according to students, while in the teachers’ opinion it is 39%
the other three most useful and most requested methods are the same among students and teachers:
discussing a topic together pair work, group work individual work this might be because we are used to them, but
there is also a possibility that we like them
THE USEFULNESS OF THE NATIONAL COMPETENCE MEASUREMENT
teachers can get feedback on the distribution of reading and mathematical abilities within a class
classes can be compared within the school schools can be compared throughout the
country however, since teachers cannot access
individual results, these cannot be used for personal development
its usefulness was rated 3.5 on a five-ranked scale
Conclusions
to sum it up, teaching methods do depend on students and on their skills, but they are also in close relationship with the teacher’s personality
there is no good advice for each group or class
there are students with high and low motivation
The National Core Curriculum needs to be followed
what we can claim, though, is that the diversity of methods is essential
the threefold goal of education is to provide support, knowledge and to develop skills
THANK YOU VERY MUCH FOR YOUR ATTENTION!
Sources: http://www.nefmi.gov.hu/english/hung
arian-national-core - The National Core Curriculum
http://www.oecd.org/edu/preschoolandschool/programmeforinternationalstudentassessmentpisa/33693997.pdf - Measuring Student Knowledge and Skills
http://www.oktatas.hu/kozneveles/meresek/kompetenciameres/jogszabalyok - Országos Kompetenciamérés (‘National Competence Measurement’)
http://jfmueller.faculty.noctrl.edu/toolbox/chapter2.pdf - The Critical Skills Students Need
http://www.zmne.hu/akadalymentesitett_honlap/hallgatoknak_elemei/ki_a_jo_tanar_poroszlai.html - A jó tanár (‘The Good Teacher’)
Tanulási stílusok (‘Learning styles’) – home essay by Zsuzsanna Benkő, 2006
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm - Learner-centred and curriculum-centred teaching
Composed by: Benkő Zsuzsanna Nemes Judit
Dancsó Dorottya Dolezsál Bianka Fekete-Paris Eszter Joó Szilvia Nick Barbara Orosz Viktóra Tóth Mónika Zámborszky Zsófia